In Event: 42.084 - Poster Session 8

Division C - Learning and Instruction / Division C - Section 1a: Literacy

39. Common Core Writing Standards and Aligned State Assessments: A Survey of Teacher Beliefs and Attitudes - Gary A. Troia, Michigan State University; Steve Graham, Arizona State University

40. Multimodal Composing Processes: A Cross-Study Analysis of Youth Composing With Digital Tools and Modes - Blaine E. Smith, University of Arizona; Bridget Dalton, University of Colorado - Boulder

41. Literacy Developmental Trajectories Along Socioeconomic Status During Elementary School Years: Vocabulary as an Example - Lily L. Dyson, University of Victoria; Tim Seifert, Memorial University

42. Classroom Socioeconomic Status as a Predictor of Literature-Based Analytic Writing Instruction - Richard James Correnti, University of Pittsburgh; Zahid Kisa, Florida State University

43. Do Socioeconomic Status Gaps and Racial Gaps Exist in Early Reading Growth? A Multilevel Model of Early Reading Growth - Qianqian Pan, University of Kansas; Walter Williams, The University of Kansas

44. A Systematic Review of Qualitative, Classroom-Based Digital Literacies Research: 2006–2016 - Michelle Schira Hagerman, University of Ottawa; Hiller A. Spires, North Carolina State University

45. An Investigation of How Decoding Is Related to Reading Comprehension: Is the Relation Linear? - Zuowei Wang, Educational Testing Service; John P. Sabatini, ETS; Tenaha P. O'Reilly, ETS

46. Investigating Multiple Source Use Among Students With and Without Dyslexia - Anette Andresen, University of Oslo; Oistein Anmarkrud, University of Oslo; Ivar Braten, University of Oslo

47. Toward a Phonological Scope and Sequence: Understanding Phonological Sensitivity in Three- and Four-Year-Old Classrooms - Felicia Rae Truong, AppleTree Institute For Education Innovation